I submitted a goal on April 8 which I updated on September 3, 2013. Another month has gone by. Have I made progress on my goal through the action steps? If I take the time to check in and self-assess, will I be able to determine if I’m on a good path? Will I be able to make a small course correction if I’ve gotten distracted along the way because of the busyness of school? What if I review my intentions and collect evidence now that supports my goal? What if I hold myself accountable for making small progress in just one month?
To purposefully act to forward Trinity School’s mission, faculty-learners and student-learners will grow significantly in their use of reflection and the formative, diagnostic, and self-assessment knowledge that come from such an approach to learning.
- Intentionally reflect and question to grow and learn. Publicly publish my reflections at Experiments in Learning by Doing using the tag #MyLearningEdu. Connect with others by broadcasting each post via Twitter.
- Reflect on learning by keeping a running record in an e-portfolio. Encourage and provide opportunities and support for others to develop professional portfolios that document learning, growth and reflections.
- Support reflection, questioning, and growth of learners by designing and engaging in professional development opportunities for teacher-learners to learn by doing. Examples:
- MyLearningEDU 1.5 for teacher-learners to model and experience My Learning from the student perspective.
- Twitter for Learning for teacher-learners to foster and develop connections with other educators and experts.
- Leading Learners to Level Up for teacher-learner teams to design and implement formative assessment that diagnoses and differentiates while leading learning.
Well, I have been blogging at least once a week, but I have not been using #MyLearningEdu as a category or tag. I wonder if I want to go back and tag my blog posts or revise my action step. It doesn’t seem to make sense to me right now to use this tag. Hmm…
There are two teacher-learners working through the MyLearningEDU 1.5 course. I might need to step up my game on commenting on their posts. I have commented on and tweeted out Kathy Bruyn’s posts, but I owe Maggie Berthiaume a couple of comments and tweets. Their blogs are awesome if you have not looked at them. These blogs are very different, and I learn from both.
There are 20 teacher-learners officially participating in Twitter for Learning with many more participating unofficially. Evidence of their reflection and learning can be found at #TrinityLearns, #WALearns, #WalkerLearns, and #CDSLearns. Mark Silberberg (@SilberbergMark) and his team are also participating using #LREILearns.
Shelley Paul (@lottascales) and I have facilitated Leading Learners to Level Up (#LL2LU) for The English Connection at Woodward and for math teachers at Trinity and Mount Vernon. Kate Burton and I have tinkered with #LL2LU for risk-taking and persistence and tenacity. I am using #LL2LU as a tag for these posts.
I like what I’ve done so far. I wonder if I’ve done enough to encourage and motivate others to develop professional portfolios that document learning, growth and reflections. I wish I could make this seem easier. What if I become more intentional about modeling the #LL2LU method of formative assessment by applying the leveled self-assessment rubric for Twitter for Learning?
I’d love your feedback on any part of this process. Your questions and comments will help me learn and grow.
To see the development of this goal, see iterations Goals and Self-Assessment – Updated September 2013, Goals and Self-Assessment April, 2013 and Developing a goal, a SMART Goal – learner outcomes and action steps.